English abstract
This study aimed to identify the reality of activating the practices of shared supervision between educational supervisors and school administration in Oman from their point of view and to identify the statistically significant differences in respondents' perceptions of the practices attributed to position, and training.
To achieve this aim, the study followed the descriptive approach. A questionnaire of (31) items which divided into three domains (planning for supervision, professional development, teachers' evaluation) was used. It was applied for a random sample consisted of (166) supervisors and (100) school administrators in five governorates (Muscat, south Batinah, Dakhilya, Buraimi, north Sharqiya). Data of the study was analyzed using SPSS. Findings of the study revealed:
- Respondents of the study rated all practices as very high in the degree of importance between supervisors and school administrators, whereas they rated all practices as meduim in the degree of sharing.
- There was statistically significant differences in respondents' perceptions of the degree of applying the practices attributed to job in favor of school administrators.
- There was no statistically significant differences in respondents' perceptions of the degree of applying the practices attributed to training.
Based on findings, the study concluded to a set of suggestions from the respondents' point of view which will activate the application of shared supervision between educational supervisors and school administration in the three domains: planning for supervision, professional development, teachers' evaluation in Oman.
